EDUCATORS 


REGARDING 

THE  TUSKEGEE  NORMAL 
AND  INDUSTRIAL 
INSTITUTE 


From  Members  oj 
the  Tiepartment  of  Superintendence 
oj  the 

National  Fducational 
Association 


1916 

Typesetting  and  Presswork  by 
Tuskegee  Students 


FOREWORD 


In  February,  1911,  at  the  time  of  the  meeting  of  the 
Department  of  Superintendence  of  the  National  Educational 
Association,  at  Mobile,  Alabama,  several  hundred  delegates 
to  this  convention  took  advantage  of  the  opportunity  af- 
forded to  visit,  either  on  their  way  to,  or  from  Mobile,  the 
Tuskegee  Normal  and  Industrial  Institute.  These  visits 
to  the  school,  which  were  made  at  different  times  by  groups 
of  teachers  from  different  parts  of  the  country,  extended 
over  a week  or  more. 

The  program  of  these  visits  was  usually  arranged  to  per- 
mit the  visitors  to  look  over  and  study  the  different  depart- 
ments of  the  school  for  the  greater  part  of  the  day,  and 
then,  late  in  the  afternoon,  there  would  be  an  assembly  in 
the  Institute  Chapel  of  the  whole  body  of  students  and 
teachers,  as  far  as  could  be  spared  from  their  various  duties 
in  connection  with  the  work  of  the  school. 

At  these  meetings,  several  prominent  members  of  the 
party  would  be  called  upon  to  speak.  Usually,  in  the  course 
of  their  remarks,  they  would  make  some  reference  to  what 
they  had  observed  during  their  visit  to  the  Institute  and 
say  something  to  emphasize  the  value  and  importance  of 
the  work  that  the  school  is  trying  to  do.  Thus,  in  the 
course  of  these  visits  a number  of  the  most  prominent  edu- 
cators in  the  United  States  were  heard  from. 


The  Tuskegee  Student,  one  of  the  publications  of  the 
institution,  reported  the  visit  of  the  educators  in  part  as 
follows : 


The  Department  of  Superintendence  of  the  National 
Educational  Association  held  a meeting  in  Mobile,  Ala- 
bama, last  week.  Prior  to  the  meeting  and  afterwards, 
Tuskegee  Institute  was  visited  by  a considerable  number 
of  educators.  The  larger  number  of  these  arrived  on  Wed- 
nesday, February  22nd,  and  were  met  by  officers  of  the 
school  and  guides  who  conducted  them  through  the  academic 
classes  of  the  school,  through  the  mechanical  shops,  through 
the  Office  Building,  through  Dorothy  Hall,  and  through  most 
of  the  divisions  of  the  Agricultural  Department. 

It  was  an  inspiring  thing  on  Wednesday  to  have  this 
group  of  educators  from  all  parts  of  the  country,  from 
points  as  widely  distant  as  the  New  England  States,  Col- 
orado and  Minnesota,  when  they  assembled  at  the  Baldwin 
Monument,  to  review  the  students  as  they  passed  into  din- 
ner at  noon.  After  this  inspection,  the  visitors  were  taken 
through  the  Students’  Dining  Room,  through  the  Kitchens 
and  Bakery,  and  were  themselves  served  at  luncheon  in  the 
grove  to  the  rear  of  White  Memorial  Hall. 

At  3 o’clock  the  whole  party  assembled  in  the  Institute 
Chapel  where  a number  of  particularly  helpful  and  inter- 
esting addresses  were  made.  Among  those  who  spoke  were: 
Mr.  Charles  Allen  Prosser,  Deputy  Commissioner  of  Educa- 
tion for  the  State  of  Massachusetts ; Mr.  A.  L.  Rafter,  As- 
sistant Superintendent  of  Schools,  Boston,  Massachusetts; 
Mr.  Arthur  K.  Whitcomb,  Superintendent  of  Schools,  Lowell, 
Massachusetts;  Mr.  Vernon  L.  Davey,  Superintendent  of 
Schools,  East  Orange,  New  Jersey;  Miss  E.  E.  Thompson, 
Superintendent  of  Schools,  Fort  Fairfield,  Maine;  Mr. 
Arthur  D.  Call,  Superintendent  of  Schools,  Hartford,  Con- 


3 


4. 


OPINIONS  OF  EDUCATORS 


necticut;  Professor  Ernest  Carroll  Moore,  Yale  University; 
and  Superintendent  of  Schools  Coburn,  Battle  Creek,  Michi- 
gan. 

Mr.  Prosser  spoke  in  part  as  follows:  “I  believe  that 

we  all  think  that  industrial  education  is  coming  to  stay  in 
this  country.  The  kind  of  education  that  trains  all  kinds 
of  men  all  kinds  of  ways  for  all  kinds  of  things  is  the  kind 
of  education  needed,  and  when  some  time  in  the  distant 
future  the  history  of  the  movement  for  industrial  educa- 
tion is  written,  high  upon  its  roll  of  honor  will  stand  the 
names  of  Booker  T.  Washington  and  Tuskegee,  and  the 
Trustees  and  benefactors  who  from  time  to  time  have 
served  this  institution  so  loyally  and  so  well. 

“None  of  us  came  here  today  just  for  the  ride.  We  came 
because  we  wanted  to  render  on  this  twenty-second  day 
of  February  our  tribute  to  an  institution  which  is  doing  as 
much  to  solve  the  problem  of  American  citizenship  as  any 
within  its  borders;  we  came  here  because  we  wanted  to  be 
confirmed  in  our  faith  of  w'hat  we  believe  to  be  true  stand- 
ards in  vocational  education,  true  methods  of  preparing 
boys  and  girls,  whether  they  be  colored  or  white,  for  the 
trades  and  industries  and  occupations  which  they  are  to 
follow  in  life.” 

Mr.  Arthur  K.  Whitcomb,  Superintendent  of  Schools, 
Lowell,  Massachusetts,  in  expressing  to  the  students  his 
interest  in  the  work  of  the  institution  said:  “I  came  here 
indeed  to  see  the  school  in  a small  measure,  but  I came  here 
mainly  to  see  you ; for  it  is  not  the  school,  but  you,  who  are 
to  make  the  men  and  women  of  the  next  generation.  As  I 
stood  on  the  corner,  I noted  the  alert  bearing  and  the  erect 
forms  of  the  young  men  and  women  as  they  marched  by 
on  their  way  to  dinner,  for  I was  interested  in  you  a thou- 
sand times  more  than  I was  in  the  school,  for  it  is  on  you 
that  results  must  fundamentally  depend. 

“I  wish  I could  make  you  understand  for  a moment  the 
real  earnest  sympathy  I have  with  you  and  the  interest  I 
have  in  you.  The  w’hole  country  has  its  eyes  fixed  upon 
you,  waiting  to  see  what  you  will  do  for  this  school  and  for 


OPINIONS  OF  EDUCATORS 


5 


your  race.  Therefore,  give  to  the  world  the  very  best  serv- 
ice, in  the  belief  that  you  have  the  sympathy  of  the  whole 
country.  God  be  with  you!” 

Assistant  Superintendent  of  Schools  Rafter,  of  Bos- 
ton, Massachusetts,  said,  among  other  things:  “What  Tus- 
kegee  is  doing  for  you  we  are  going  to  take  on  home  to  the 
North.  You  are  doing  what  we  are  talking  about.  We  wonder 
if  we  could  teach  farming  up  there.  You  are  doing  it  here. 
So  all  power  to  you !” 

Professor  Ernest  Carroll  Moore,  of  Yale  University, 
after  expressing  his  wonder  and  admiration  at  what  he 
had  seen,  said:  “I  have  been  hoping  for  a time  when  the 
masses  of  the  people  in  the  United  States  might  have  a 
demonstration  of  the  reality  of  the  work  of  the  colored  peo- 
ple of  the  South,  and  I have  been  making  this  a pious  pil- 
grimage and  saying:  ‘This  is  the  thing  I have  wanted  for 
years  to  see.  This  is  the  thing  I have  wanted  these  other 
folks  to  see.  This  is  the  thing  that  the  whole  world  has 
wanted  to  see  for  all  these  years.’  And  like  the  vision  to 
the  Queen  of  Sheba,  it  is  much  greater  than  we  had  hoped 
for,  very  much  larger  than  we  had  expected  to  find.” 

Mr.  Vernon  L.  Davey,  Superintendent  of  Schools,  East 
Orange,  New  Jersey,  in  voicing  the  sentiments  of  the  large 
number  of  New  Jersey  educators  who  were  present,  said: 
“We  came  here  to  see  a great  institution.  We  have  seen 
things  with  which  we  have  been  immensely  delighted,  but 
I know  I speak  the  sentiment  of  every  one  when  I say  that 
the  greatest  part,  the  thing  that  has  been  of  most  value 
and  of  most  interest  to  us,  is  this  audience  of  students 
which  is  right  here  before  us  now.  We  have  to  face  a good 
many  students  in  our  schools  in  the  North.  We  do  not  face 
students,  as  a rule,  who  are  so  earnest,  so  enthusiastic,  so 
full  of  vim,  of  energy  and  of  determination  as  those  we 
have  seen  today.  I want  to  say  that  a lot  of  us  are 
going  away  from  here  today  having  learned  a great  deal, 
and  some  things  will  be  done  up  North  next  week,  next 
month,  and  next  year  which  had  their  beginning  right  here 
from  this  visit  today.” 


6 


OPINIONS  OF  EDUCATORS 


Mr.  Arthur  D.  Call,  Superintendent  of  Schools,  Hart- 
ford, Connecticut,  said:  “This  has  been  a great  inspiration 
to  me.  Some  years  ago  I committed  to  memory  a selection 
from  Emerson,  and  today  I have  seen  it  fulfilled  and  the 
significance  of  it  made  prominent  in  a way  that  I have 
never  seen  before.  The  words  run  something  like  this:  Tf 
a man  write  a better  book,  or  preach  a better  sermon,  or 
make  a better  basket  than  his  neighbor,  though  he  build 
his  home  in  a wilderness,  the  world  shall  make  a beaten 
path  to  his  door.’ 

“Back  through  the  years  of  my  experience  I have  been 
trying  to  build  a sort  of  ladder.  I have  never  had  a course 
in  the  Tuskegee  carpenter  shop  and  I do  not  know  but  what 
this  ladder  of  mine  is  a bit  rickety,  and  as  I hear  various 
discussions  pro  and  con  on  modem  education,  it  seems  that 
my  ladder  was  about  to  fall  to  the  ground.  But  after  what 
I have  seen  today,  it  seems  that  my  ladder  is  more  firmly 
set  on  the  ground  than  ever  before.” 

On  Saturday,  another  large  body  of  superintendents 
reached  the  school  grounds.  These  persons  were  also  shown 
through  the  school  departments  and  grounds,  and  a con- 
siderable number  of  them  remained  overnight,  and  spent 
the  Sabbath  here.  Among  those  present  from  abroad  at 
the  regular  Sunday  evening  Chapel  services  were:  Miss 

Georgia  A.  Seaman,  Principal  of  the  Bradwell  School,  Chi- 
cago ; Miss  Elizabeth  Farson,  Principal  of  the  Libby  School, 
Chicago ; Miss  Grace  Reed,  Principal  of  the  Francis  E.  Wil- 
lard School,  Chicago;  Miss  Ida  Pahlman,  Principal  of  the 
McCosh  School,  Chicago;  Miss  Abby  E.  Lane,  Principal  of 
the  Carter  Practice  School,  Chicago;  Mr.  G.  A.  Mirick,  As- 
sistant Superintendent  of  Schools,  Indianapolis,  Indiana, 
and  Mrs.  Mirick;  Rev.  W.  P.  Boshart,  of  Montreal,  Canada, 
and  Mrs.  Boshart ; Mr.  H.  R.  Pattengill,  former  State  Super- 
intendent of  Schools,  Michigan;  and  Mr.  Mason  S.  Stone, 
Superintendent  of  Education  for  the  State  of  Vermont. 

Lack  of  space  pervents  us  from  quoting  herewith  more 
than  a short  extract  from  the  excellent  talks  given  by  the 
speakers  on  this  occasion: 


OPINIONS  OF  EDUCATORS 


7 


Mr.  Mirick  : ‘T  am  carrying  away  a great  deal  more  than 
I expected.  You  have  made  Tuskegee  a name  for  all  the 
world.” 

Mr.  Pattengill  : “This  is  a red  letter  day  for  me.  Since 
coming  here  I have  not  had  time  to  draw  my  breath.” 

Miss  Dean  : “I  came  South  expecting  to  see  many  beauti- 
ful flowers  and  plants.  But  the  flnest  plant  I have  ever 
seen  in  the  North,  East,  West  or  South,  is  the  educational 
plant  here  at  Tuskegee  Institute.” 

Miss  Farson:  “Tomorrow  I would  go  a thousand  miles 
to  see  this  school  again.” 

Miss  Seaman:  “I  came  to  learn.  If  I carry  back  only  a 
little  bit  of  the  joy  and  helpfulness  I have  seen  at  Tuskegee, 
I shall  be  more  than  pleased.” 

Miss  Pahlman:  “Here  in  Tuskegee,  so  far  as  I can  see, 
the  thing  most  lacking  is  idleness.” 

Mr.  Boshart  : “I  not  only  want  to  congratulate  Mr.  Wash- 
ington as  a leader,  but  I also  want  to  congratulate  him 
upon  the  materials  he  has  to  work  with.  I have  seen  a 
happier  lot  of  faces  tonight  than  any  I have  ever  seen,  and 
I have  visited  schools  in  Europe,  Canada,  China  and  Japan. 
I have  never  seen  a happier  and  more  intelligent  looking 
body  of  students  in  all  my  experience.” 

Monday  morning  a party  of  65  of  the  superintendents 
came  to  the  school.  About  30  of  them  were  able  to  re- 
main only  until  1:40  o’clock,  but  the  rest  stayed  until  the 
evening  train.  At  three  o’clock  the  whole  student  body, 
the  teachers  and  families  assembled  in  the  Chapel,  and 
addresses  were  made  by  the  visitors.  Among  the  important 
persons  who  composed  the  visiting  party  on  Monday  and 
some  of  whom  spoke  in  Chapel  were : Mr.  H.  F.  Estill,  Pres- 
ident of  Sam  Houston  State  Normal  Institute,  Huntsville, 
Texas;  Mr.  R.  M.  Tryon,  Superintendent  of  Schools,  Madi- 
son, Wisconsin ; Mr.  J.  H.  Binford,  Executive  Secretary  Co- 
operative Education  Association  of  Virginia;  Mr.  R.  E. 
Cavanaugh,  Superintendent  of  Schools,  Salem,  Mass.;  Mr. 


8 


OPINIONS  OF  EDUCATORS 


Jackson  Davis,  State  Superintendent  of  Rural  Schools,  Rich- 
mond, Virginia;  Mr.  D.  H.  Christianson,  Superintendent  of 
Schools,  Salt  Lake  City,  Utah ; Mr.  H.  V.  P.  Carver,  Super- 
intendent of  Schools,  Harrisburg,  Pa.;  Mr.  C.  D.  Koch,  In- 
spector State  High  Schools,  Harrisburg,  Pennsylvania;  Mr. 
Samuel  Hamilton,  Superintendent  Allegheny  County  Penn- 
sylvania Schools,  Braddock,  Pennsylvania;  Mr.  R.  B.  Tie- 
trick,  Deputy  State  Superintendent  of  Schools,  Harrisburg, 
Pennsylvania;  W.  M.  Pierce,  Superintendent  of  Schools, 
Ridgeway,  Pennsylvania;  Mr.  Oran  Lipe,  President  Millers- 
ville  Normal  School,  Millersville,  Pennsylvania;  Mr.  J. 
George  Becht,  Principal  Clarion  Normal  School,  Clarion, 
Pennsylvania. 

Superintendent  Hamilton,  who  was  among  the  speak- 
ers on  Monday  afternoon,  said  in  part:  “I  want  to  bring  to 
you  the  greetings  of  1,800  teachers,  70,000  school  children, 
and  a million  people  who  live  in  Allegheny  County,  Penn- 
sylvania, and  who  are  interested  in  your  Institute  and  in 
your  work  here.  I want  to  say  that  I have  been  a teacher 
of  music  myself,  and  live  in  a country  where  10,000  school 
chidren  read  music  at  sight.  But  I have  never  heard  music 
anywhere  sweeter  than  the  music  sung  by  your  choir  here 
this  afternoon.  This  is  a great  credit  to  you.  Of  all  the 
many  audiences  I have  ever  seen,  I think  this  is  the  most 
inspiring.” 

Mr.  Tietrick  said : “After  what  I have  learned  and  seen 
here  today,  I shall  be  able  to  credit  anything  to  Tuskegee 
Institute  in  the  future.  I have  seen  everything  from  chick- 
ens to  mules,  from  Jew’s-harps  to  pianos,  but  the  splendid 
dinner  we  had  today  served  by  the  young  women  in  the 
Domestic  Science  Department,  shows  that  you  are  learn- 
ing to  cook  as  well  as  to  spell.  I know  of  no  institution  like 
Tuskegee  anywhere  in  the  world,  and  men  and  women  are 
glad  to  make  a pilgrimage  to  it.” 

Mr.  Jackson  Davis,  State  Superintendent  of  Rural 
Schools  of  Virginia,  said:  “I  am  glad  to  be  able  to  see  the 
work  you  are  doing  here  at  Tuskegee  in  your  class  rooms. 
I have  seen  some  of  the  best  teaching  I have  ever  seen. 


OPINIONS  OF  EDUCATORS 


9 


I saw  in  your  departments  an  earnestness  and  a real  pur- 
pose that  I know  will  mean  great  progress  and  development 
in  the  South  in  the  years  to  come.  My  work  in  Virginia  is 
that  of  improving  the  colored  schools  and  I have  gotten 
more  enjoyment  and  more  pleasure  out  of  it  than  anything 
I have  ever  done.” 

Continuing  its  report  of  the  visit,  The  Student  said : 

Traveling  in  two  special  Pullman  cars-  the  last  of  the 
large  parties  of  superintendents,  principals  and  teachers 
that  have  visited  Tuskegee  Institute  during  the  past  two 
weeks,  arrived  Friday  morning,  March  3rd,  from  Dayton, 
Ohio,  led  by  Mr.  Edwin  J.  Brown,  Superintendent  of  Schools 
of  that  city.  Every  one  of  the  sixty-five  members  of  the 
party  is  at  present  engaged  in  teaching  in  Dayton,  and 
great  interest  was  manifested  by  them  in  the  academic 
and  industrial  work  of  the  institution. 

The  meeting  at  3:30  o’clock  in  the  Chapel  was  one  of 
special  interest  to  the  student  body  and  to  the  teachers. 
Being  from  Dayton,  a great  many  of  the  visitors  had 
known  the  late  poet,  Paul  Laurence  Dunbar,  and  the  talks 
made  by  various  members  of  the  party  were  tinctured 
throughout  with  friendly  references  to  their  former  fellow- 
townsman.  Miss  Ellen  Tomlinson,  principal  of  the  Willard 
School,  Dayton,  was  present  and  stated  that  Dunbar  had 
at  one  time  been  a pupil  of  hers.  “And  I am  proud  to  say,” 
she  added,  “that  he  was  one  of  the  brightest  pupils  I had.” 
Superintendent  Brovm  also  stated  that  he  had  been  one  of 
Dunbar’s  close  friends,  and  that  he  knew  of  the  pleasure 
Paul’s  mother  would  have  when  we  went  back  to  Dayton 
and  told  her  how  much  Tuskegee  revered  her  son’s  memory. 
“Paul  Laurence  Dunbar  was  a worker,”  said  Mr.  Brown, 
“just  as  every  one  of  you.  It  seems  to  me  that  this  great 
institution  should  have  over  its  portals  the  motto,  BE 
READY,  for  if  there  is  any  place  on  earth  where  they  are 
training  young  men  and  women  to  be  ready,  it  is  at  Tus- 
kegee. I want  to  congratulate  you  upon  your  splendid 
teachers;  I w’ant  to  congratulate  you  upon  yourselves.  You 
are  worth  while,  for  if  you  were  not  good  people,  you  would 
not  be  here. 


10 


OPINIONS  OF  EDUCATORS 


‘T  saw  in  Chicago  not  long  ago  a play  called,  ‘The  Melt- 
ing Pot.’  The  central  theme  of  this  play  was  the  blending 
of  all  the  various  European  races  that  come  into  this  coun- 
try into  one  people — the  pure  gold  of  American  citizenship. 
I feel  quite  sure  that  with  such  wonderful  leadership  and 
with  such  splendid  teaching  you  cannot  fail  to  be  turned 
out  pure  gold,  for  this  place,  Tuskegee,  is  one  of  the  earth’s 
greatest  and  best  melting  pots.” 

Miss  Grace  A.  Green,  principal  of  the  Dayton  Normal 
School,  said  in  part : “If  it  were  mine  to  have  my  wish  ful- 
filled today,  I would  wish  that  every  child  in  this  country 
might  have  the  teaching  with  spirit  and  method  that  you 
have.  May  there  come  to  every  teacher  in  this  land  the 
enthusiasm  and  the  devotion  that  I have  seen  today.” 

Mr.  Charles  L.  Loos,  Jr.,  principal  of  the  Steele  High 
School,  Dayton,  said:  “I  am  glad  to  see  standing  out  in  the 
work  at  Tuskegee  the  dominant  idea  that  everything  that 
is  done  should  be  done  with  a view  to  practical  utility. 
Every  problem  that  I heard  in  the  arithmetic  classes  to- 
day, every  sentence  that  I heard  in  the  English  classes, 
seemed  to  have  that  idea  in  view.  You  are  throwing  away 
all  those  things  that  are  of  no  service,  and  are  giving  your- 
selves the  things  that  are  useful  and  practical.” 

Mr.  Ebenezer  Mackey,  Superintendent  of  Schools,  Tren- 
ton, New  Jersey,  who  was  also  present  at  this  meeting,  said: 
“It  is  a mark  of  distinction  throughout  the  North  generally 
to  be  a graduate  or  former  student  of  Tuskegee  Institute. 
It  is  little  short  of  miraculous  what  your  Principal  has  done 
here  in  a few  short  years.  I know  of  nothing  in  this  age 
more  inspiring  than  the  progress  that  has  been  made  by 
this  institution.  This  whole  day  has  been  to  me  one  of 
tremendous  inspiration  and  practical  suggestion.  I am  full 
of  good  things  to  carry  back  to  my  schools.  More  especially 
have  I been  impressed  with  the  splendid  spirit  of  earnest- 
ness that  I have  seen  everywhere.  I am  only  sorry  that  I 
cannot  stay  longer  to  drink  in  more  fully  the  wonders  of 
this  great  school.” 


OPINIONS  OF  EDUCATORS 


11 


The  Choir,  the  Band,  and  many  of  the  Institute  teachers 
gathered  at  the  Terminal  Station  inside  the  grounds  to  bid 
the  Ohio  party  adieu.  The  two  special  Pullman  cars  pulled 
out  to  the  accompaniment  of  songs,  strains  of  music  from 
the  Band,  and  the  waving  of  hats  and  handkerchiefs. 

The  visits  of  these  teachers,  as  well  as  the  visits  of  other 
educators  which  have  been  chronicled  in  these  columns  and 
which  continued  for  the  greater  part  of  two  weeks,  have 
been  most  helpful  to  officers,  teachers  and  students  alike. 
This  year  has  been  an  especially  happy  one  for  Tuskegee. 
It  has  had  many  critical  as  well  as  sympathetic  visitors 
who  have  in  many  ways  helped  to  confirm  the  school  in  the 
opinion  that  its  methods  are  worthy  of  emulation,  and  all 
of  whom  have  been  particularly  jubilant  in  their  praise  not 
only  of  the  spirit  of  earnestness  and  enthusiasm  of  the 
teachers  in  the  class  room,  but  of  the  students  as  well. 

Among  the  addresses  delivered  during  the  visit  of  the 
educators  above  mentioned  we  reprint  that  made  by  Mr. 
Charles  Allen  Prosser,  Deputy  Commissioner  of  Education 
for  the  State  of  Massachusetts. 

Mr.  Prosser  spoke  as  follows: 

“It  seems  certain  that  industrial  education  is  coming,  and 
coming  to  stay  in  this  country.  When  in  the  hour  of  its 
triumph,  the  history  of  the  movement  for  those  forms  of 
education  that  train  men  in  all  kinds  of  ways  for  all  kinds 
of  things  is  written,  high  upon  its  roll  of  honor  will  stand 
the  names  of  Booker  T.  Washington  and  Tuskegee,  and  the 
trustees  and  benefactors  who  from  time  to  time  served  this 
institution  so  loyally  and  so  well. 

“None  of  us  have  come  here  today  just  for  the  ride.  We 
came  in  part  because  this  is  a famous  institution  which 
we  all  wanted  to  see;  we  came  in  part  because  we  wanted 
to  render  on  this  twenty-second  of  February  our  tribute  to 
an  institution  that  is  doing  so  much  to  solve  the  most  per- 
plexing problems  in  American  citienship.  Some  of  us  came 
here  because  we  wanted  to  be  confirmed  in  our  faith  in  what 
we  believe  to  be  true  standards  in  vocational  education,  true 
methods  of  preparing  boys  and  girls,  whether  they  be  col- 


12 


OPINIONS  OF  EDUCATORS 


ored  or  white,  for  the  trades  and  industries  and  occupations 
which  they  are  to  follow  in  life. 

“It  is  becoming  increasingly  apparent  that  there  are  two 
different  kinds  of  education,  both  of  which  are  necessary 
in  the  life  of  every  citizen,  liberal  education  and  vocational 
education.  Liberal  education  precedes  vocational  educa- 
tion; it  is  a general  education,  or  foundation  which  boys 
and  girls  should  have  before  they  fit  themselves  for  special 
callings  in  life.  Liberal  education  is  the  kind  of  education 
we  get  in  the  regular  public  schools,  in  the  elementary 
school,  in  the  high  school,  in  the  college  and  in  the  uni- 
versity. 

“Vocational  education  is  the  kind  of  education  that  def- 
initely fits  boys  and  girls  and  men  and  women  for  callings 
in  life.  When  vocational  education  fits  for  the  practice  of 
medicine  or  law  or  theology  we  call  it  professional  educa- 
tion; when  it  fits  for  the  successful  pursuit  of  farming  we 
call  it  agricultural  education;  when  it  sends  a girl  home 
prepared  to  be  a better  home-maker  we  call  it  household 
arts  education;  when  it  sends  the  boy  into  the  industries 
to  be  a more  effective  machinist  or  carpenter  or  blacksmith 
we  call  it  industrial  education;  when  it  fits  the  boy  to  sail 
the  high  seas  we  call  it  nautical  education. 

“The  difference  between  a liberal  education  and  a voca- 
tional education  lies  not  only  in  the  fact  that  the  first 
precedes  the  second  and  prepares  for  it,  but  also  in  the 
fact  that  in  the  two  kinds  of  training  the  emphasis  is  laid 
in  each  upon  a different  purpose.  In  liberal  education 
the  emphasis  is  laid  upon  culture;  in  vocational  education 
the  emphasis  is  laid  upon  the  vocation  or  the  vocational 
training;  yet  each  has  within  it,  in  a subordinate  way,  the 
aim  which  the  other  has  emphasized.  We  can  represent 
liberal  education  by  a large  ‘C’  with  a small  ‘v’  inside  of 
it.  This  is  but  saying  in  other  words  that  liberal  education 
seeks  as  its  highest  end  culture  and  general  training,  but 
that  much  of  this  culture  and  general  training  has  within 
it  vocational  values  which  the  boy  will  be  able  to  utilize 
in  future  life. 

“It  is  equally  true  that  we  may  represent  vocational  edu- 


OPINIONS  OF  EDUCATORS 


13 


cation  by  a large  ‘V’  with  a small  ‘c’  inside  of  it.  The 
direct  aim  in  vocational  education  is  to  fit  for  a calling, 
hence  the  large  emphasis  is  laid  upon  the  vocational 
studies  and  the  success  of  the  school  is  measured  by  the 
efficiency  of  its  graduates  in  the  trades  and  industries  and 
occupations  and  professions  which  they  enter.  The  pres- 
ence of  the  small  ‘c’  inside  the  large  ‘V’  indicates,  however, 
that  every  bit  of  the  work  which  is  being  taught  as  voca- 
tional preparation,  every  bit  of  instruction  which  is  being 
given  is  disciplinary  and  cultural  as  well.  In  this  sense  Tus- 
kegee,  while  it  is  a vocational  school,  is  at  the  same  time  a 
liberal  and  cultural  school.  In  this  school  boys  and  girls 
have  come  to  the  time  in  life  when  there  is  a shifting  of 
emphasis  in  their  training.  In  their  schooling  before  reach- 
ing this  institution  the  emphasis  was  laid  upon  the  liberal 
and  cultural  ends.  Studies  were  selected  for  the  general 
training  which  they  were  supposed  to  confer.  In  this  voca- 
tional school,  however,  since  you  are  pursuing  the  voca- 
tional end,  studies  are  selected  largely  for  their  practical 
value  to  you  in  the  pursuits  which  you  are  to  undertake  in 
life.  Yet  this  is  done  at  the  same  time  in  the  full  confidence 
that  the  successful  pursuit  of  these  studies  will  yield  as 
large  returns  in  the  culture  and  discipline  of  the  mind  as 
any  others  that  could  be  chosen.  Tuskegee  has  then,  first 
of  all,  taught  us  the  great  need  of  vocational  education  that 
will  fit  boys  and  girls  for  effective  service  in  the  ordinary 
callings  in  life.  It  has  been  a pioneer  in  holding  out  the 
idea  that  the  studies  in  a school  striving  to  so  fit  boys  and 
girls  should  be  chosen  for  the  utilitarian  value  to  a large 
extent,  and  that  in  and  through  them  mind  as  well  as  hand 
and  eye  could  be  well  trained. 

“Vocational  education  is  the  superstructure  built  upon 
liberal  education  as  a foundation.  Liberal  education  might 
in  this  sense  be  termed  pre-vocational  education.  Vocational 
education  may  begin  at  different  points,  according  to  the 
ambition,  the  ability  and  the  opportunity  of  the  pupil,  and 
to  the  kind  of  a calling  for  which  he  is  seeking  preparation. 
Some  men  pass  through  the  university  before  they  begin 
work  in  vocational  schools,  such  as  law  schools,  medical 


14 


OPINIONS  OF  EDUCATORS 


schools,  engineering  schools.  Some  enter  professional 
schools  to  be  fitted  for  their  life  work  at  the  close  of  a col- 
lege course ; some  take  upon  themselves  vocational  prepara- 
tion at  the  close  of  the  high  school  course.  The  normal 
school  in  this  country  today  is  a vocational  school  which 
takes  boys  and  girls  at  the  close  of  their  high  school  careers 
and  prepares  them  for  the  profession  of  teaching.  The  new 
note  in  industrial  and  agricultural  education  today  is  that, 
if  it  is  right  to  offer  vocational  schools  branching  off  after 
the  close  of  a university  or  a college  or  a high  school  career, 
it  is  equally  right  to  offer  vocational  schools  for  the  train- 
ing of  boys  and  girls  who  between  fourteen  and  eighteen 
years  of  age  require  definite  training  for  the  work  which 
they  are  to  do  in  life.  One  large  service  which  institutions 
like  Tuskegee  have  rendered  the  country  is  that  they  have 
emphasized  the  idea  that  there  should  be  vocational  schools 
for  the  definite  training  of  boys  and  girls  for  the  farm  and 
for  the  industries  and  for  the  home  after  they  have  become 
fourteen  years  of  age. 

“There  is  a sense  in  which  liberal  education  is  a grand 
trunk  or  a through  line  railroad  stretching  from  kinder- 
garten to  university,  and  that  vocational  education  con- 
sists of  a series  of  side  tracks  or  spurs  leading  off  from  the 
main  line  at  different  points,  at  the  close  of  the  university 
career,  at  the  close  of  the  college  career,  at  the  close  of  the 
high-school  career.  The  friends  of  industrial  and  agricul- 
tural and  household  arts  education  today  are  saying  this, 
‘All  hail,  liberal  and  cultural  education!  May  it  live  long 
and  prosper,  and  do  more  in  the  future  than  it  has  in  the 
past  in  sending  the  boys  and  girls  who  are  to  be  leaders  in 
all  the  callings  of  life  on  toward  successful  and  useful  ca- 
reers.’ Let  us  keep  the  main  line  of  general  education  clear 
all  the  way  through  from  one  end  of  the  road  to  the  other ; 
let  us  provide  steel  cars,  good  ballast  and  efficient  trainmen 
who  can  keep  the  train  on  schedule  time;  and  let  us  have 
everybody  travel  on  this  road  as  far  as  they  wish  or  as  far 
as  they  can. 

“Let  us  preserv^e  the  open  door  for  all  those  who  are  look- 
ing forward  to  college  and  professional  careers,  but  let  us 


OPINIONS  OF  EDUCATORS 


15 


not  forget  that  we  owe  it  to  every  American  citizen  to  train 
him  to  be  efficient  in  whatever  task  in  life  falls  to  his  lot. 
Let  us  build  out  the  side  tracks  which  today  we  call  voca- 
tional education,  and  let  us  be  as  solicitous  about  giving  to 
those  who  are  to  be  farmers  and  mechanics  and  home- 
makers the  training  which  they  need  for  the  work  which 
they  are  to  do  as  we  have  been  solicitous  about  the  welfare 
of  more  fortunate  classes  in  life. 

“Tuskegee  has  helped  to  teach  the  friends  of  industrial 
and  agricultural  education  in  this  country  the  fundamental 
principle  that  effective  vocational  education  of  any  kind  re- 
quires practice  or  experience  in  the  calling  and  thinking 
about  that  practice  or  experience;  requires  the  doing  of 
things  combined  with  the  study  about  that  doing.  In  pro- 
portion as  practice  and  the  theory  lying  back  of  that  prac- 
tice can  be  combined  closely  together,  can  vocational  edu- 
cation be  made  effective.  The  industrial  training  of  this 
institution  is  based  upon  the  idea  that  the  boy  must  first 
of  all  do  the  thing ; he  must  keep  the  poultry,  tend  the  cow, 
take  care  of  the  orchard,  make  the  shoes,  set  the  type ; and 
she  must  launder  the  clothes,  cook  the  food  and  set  the 
table,  trim  the  hat,  make  the  dress  and  nurse  the  sick  and 
the  injured.  On  basis  of  the  practical  activities  which  these 
boys  and  girls  are  performing  they  are  receiving  from  time 
to  time  at  the  moment  when  they  need  it  the  related  in- 
struction in  mathematics  and  drawing  and  science  that  lie 
back  of  the  best  methods  in  the  work  and  enable  them  to 
climb  the  highest  levels  of  skill. 

“Tuskegee  seems  to  have  recognized  from  the  first  the 
necessity  that  a vocational  school  should  be  a finishing 
school  and  not  a preparatory  school.  A vocational  school, 
whether  it  be  professional,  agricultural  or  industrial,  if  it 
serves  its  purpose  aright,  does  not  prepare  for  more  prep- 
aration; it  fits  for  a definite  calling  or  pursuit  in  life.  We 
have  been  perfectly  willing  to  recognize  this  principle  in 
determining  the  work  and  the  methods  of  professional 
schools.  The  purpose  of  the  law  school  has  long  been  rec- 
ognized as  being  to  fit  for  law,  not  to  prepare  the  lawyer 
to  take  more  preparation ; the  medical  school  has  long  had 


16 


OPINIONS  OF  EDUCATORS 


for  its  end  the  fitting  of  the  doctor  for  the  practice  of  his 
profession,  not  to  prepare  him  to  take  more  preparation, 
but  to  fit  him  for  the  thing  he  is  to  do.  The  normal  school 
has  of  late  come  to  see  as  its  task  the  training  of  boys  and 
girls  to  be  effective  teachers,  not  to  fit  them  with  the  idea 
that  a few  might  seek  to  enter  college.  Strange  to  say,  we 
have  been  unwilling  to  accept  this  principle  in  regard  to  the 
industrial  school  and  the  agricultural  school.  Tuskegee  is 
helping  us  to  see  that  a vocational  school  is  a finishing 
school  within  itself,  that  its  mission  is  to  give  the  boy  and 
girl  a chance  to  do  the  thing  that  he  is  willing  to  do  and 
that  he  is  fit  to  do,  hence  all  of  its  training  must  focus  in 
the  ability  of  the  boy  or  the  girl  to  perform  a task.  Work 
must  be  taught  in  the  school  for  its  practical,  not  its  de- 
ferred value. 

“Another  fundamental  thing  in  vocational  education 
which  those  in  charge  at  Tuskegee  seem  to  have  recognized 
from  the  start  has  been  the  necessity  that  the  pupil  in  his 
practical  training  should  participate  in  productive  work. 
If  vocational  education  for  the  industries  and  for  agricul- 
ture is  to  be  effective  it  must  bring  about  a close  adjust- 
ment to  the  calling.  In  order  to  bring  about  a close  adjust- 
ment the  training  must  be  real,  and  in  order  that  the  train- 
ing may  be  real,  it  is  necessary  that  the  boy  should  partic- 
ipate in  the  work  of  a productive  shop  and  in  the  work  of 
a productive  farm.  If  industrial  or  agricultural  education 
is  to  be  real,  if  it  is  to  be  educative,  the  boy  must  have  a 
real  experience  in  real  things.  This  means  that  he  must 
participate  in  training  that  is  carried  on  upon  a commer- 
cial basis,  that  the  thing  which  he  produces  must  have  a 
value  in  the  market.  This  is  but  saying  in  other  words  that 
to  be  trained  effectively  in  vocational  education,  the  boy 
must  either  in  a shop  under  a school  roof  or  in  a shop  co- 
operating with  the  school,  get  a job  and  carry  on  that  job 
as  the  world  carries  it  on,  turning  out  some  product  that  he 
is  conscious  contributes  to  the  needs  of  the  world  around 
him. 

“Tuskegee  seems  also  to  have  recognized  that  there  are 
two  fundamental  principles  in  teaching  which  must  be  fol- 


OPINIONS  OF  EDUCATORS 


17 


lowed  in  a vocational  school.  These  principles  seem  to  be 
equally  applicable  to  liberal  and  cultural  education.  These 
two  principles  are  that  the  boy  must  be  taught  on  basis  of 
what  he  knows,  what  he  thinks,  what  he  is  doing,  and  on 
basis  of  the  things  in  which  he  is  interested.  It  is  only  by 
appealing  to  the  child’s  knowledge  and  interest  that  any 
education  that  is  of  value  can  be  conferred  upon  him.  This 
is  particularly  true  in  the  case  of  the  boys  and  girls  who 
ask  for  practical  training  in  industry  and  agriculture  since, 
as  a class,  they  learn  more  by  seeing,  handling  and  making 
things  than  they  do  from  books.  They  can  grasp  principles 
and  theories  when  these  principles  and  theories  are  taught 
to  them  gradually  through  the  medium  of  the  practical  ac- 
tivities which  they  are  performing  and  are  applied  by  them 
in  the  work  of  the  shop  and  farm.  In  the  best  industrial 
and  agricultural  schools  of  the  country  today,  notably  at 
Tuskegee,  the  effort  is  being  made  to  utilize  the  experience 
of  the  boy  in  the  shop  or  farm  as  the  basis  from  which  to 
teach  him  all  the  related  technical  and  academic  work  which 
he  needs.  He  can  be  taught  spelling  best  by  spelling  the 
names  of  the  tools  and  material  which  he  uses  over  and 
over  again ; he  can  be  taught  calculations  best  and  even  the 
fundamental  processes  in  arithmetic  best  by  working  out  < 
the  problems  that  are  involved  in  or  applied  to  the  work 
which  he  is  doing;  he  can  be  taught  English  best  by  using 
the  experiences  which  he  is  undergoing  as  a basis  for  oral 
and  written  expressions ; he  can  be  taught  the  principles  of 
science  best  by  having  pointed  out  to  him  their  application 
in  the  little  industrial  or  agricultural  world  in  which  he  is 
laboring.  Finally,  the  success  of  this  institution  proves  the 
educative  value  of  experience.  Books  are  but  the  shadow 
of  reality,  the  photograph  of  the  thing  which  one  encounters 
in  the  real  experience  of  life.  As  certainly  as  travel  is  more 
educative  than  the  reading  of  books  about  travel,  so  organ- 
ized experience,  rightly  bestowed,  is  more  educative  than  the 
book  which  merely  summarizes  that  experience.  The  ef- 
fort of  the  vocational  school  is  to  utilize  experience  as  the 
basis  of  instruction  and  the  book  as  the  summary  and  de- 
pository of  knowledge.  The  success  of  those  who  have  gone 


18 


OPINIONS  OF  EDUCATORS 


out  from  this  and  from  other  vocational  schools  points  to 
the  fact  that  while  seeking  a vocational  end,  minds  have 
been  quickened  and  strengthened  and  characters  bettered 
in  the  things  that  make  for  a better  citizenship.” 

We  also  reprint  the  address  of  Mr.  Arthur  Deerin  Call, 
Superintendent  of  Schools,  Hartford,  Connecticut.  Mr.  Call 
said:  “Today  has  been  an  inspiration  to  me,  also.  Some 
time  ago  I gathered  from  one  of  Emerson’s  Essays  a passage 
which  I have  seen  fulfilled  and  illustrated  here  today  as  we 
shall  rarely  see  elsewhere  upon  earth.  Emerson’s  words 
run  something  like  this:  Tf  a man  write  a better  book,  or 
preach  a better  sermon,  or  make  a better  basket  than  his 
neighbor,  though  he  build  his  home  in  the  wilderness,  the 
world  will  make  a beaten  path  to  his  door.’ 

“Back  through  the  years  of  my  experience,  my  friends, 
1 find  that  I have  been  trying  to  build  a sort  of  ladder. 
I have  never  had  a course  in  a carpenter’s  shop  such  as  you 
splendidly  have  here  at  Tuskegee,  and  I have  had  fears  that 
this  ladder  of  mine  is  a bit  rickety ; indeed,  as  I hear  the  va- 
rious discussions  pro  and  con  about  modem  education,  it  has 
seemed  from  time  to  time  that  this  cherished  ladder  of  mine 
was  about  to  fall  to  the  ground.  And  still,  after  what  I 
have  seen  and  heard  here  today,  I am  encouraged  to  believe 
that  it  is  more  firmly  set  upon  the  good  earth  than  ever 
before. 

“While  you  sit  there  and  look  on  may  I strive  to  place  the 
rounds  of  this  ladder  before  you?  The  first  and  bottom 
round  of  the  ladder  we  may  call  information.  I suspect  that 
you  and  I will  agree  that  we  must  know  how  to  read  and 
write,  to  add  a little,  substract  a little,  in  short,  that  we 
must  know  a few  things  if  we  are  going  to  get  along  suc- 
cessfully in  this  world. 

“Information  is  of  some  importance,  but  I judge  that 
more  important  than  mere  information  is  accuracy.  Large 
concerns  spend  vast  sums  each  year  to  correct  the  mis- 
takes of  their  employees.  Accuracy  is  a salable  ability, 
worth  dollars  and  cents  in  the  open  marts  of  trade.  So  the 
second  round  in  this  ladder  I call  accuracy. 


OPINIONS  OF  EDUCATORS 


19 


“Still  more  important  than  the  round  of  information  or 
the  round  of  accuracy  is  the  round  of  self-control.  By  self- 
control  I mean  the  ability  to  control  one’s  self  at  a crisis, 
to  put  forth  power  when  power  is  needed,  to  say  No  when 
one  should  say  No,  or  to  say  Yes  when  one  should  say  Yes. 

“A  next  and  more  important  round  is  the  round  of  health, 
physical  health.  While  there  have  been  certain  exceptions, 
the  general  rule  is  that  success  depends  very  largely  upon 
a good  digestion,  a good  circulation,  a clean,  healthy,  rested 
body.  , ( 

“But  above  these  rounds  I would  place  another  higher  up. 
I name  this  round  with  some  fear  and  trembling  because 
the  word  is  often  construed  to  mean  stuck-up-itiveness.  It 
is  culture.  It  stands  for  the  ability  to  appreciate  the 
beautiful  in  the  arts,  in  human  behavior,  in  life  generally. 
It  stands  for  the  power  to  associate  with  one’s  fellows  kind- 
ly and  efficiently. 

‘Hast  thou  named  all  the  birds  without  a gun? 

Loved  the  wood-rose,  and  left  it  on  its  stalk? 

At  rich  men’s  table  eaten  bread  and  pulse? 

Unarmed,  faced  danger  with  a heart  of  trust? 

And  loved  so  well  a high  behavior. 

In  man  or  maid,  that  thou  from  speech  refrained. 

Nobility  more  nobly  to  repay? 

0,  be  my  friend,  and  teach  me  to  be  thine!’ 

Emerson  called  this  forbearance,  I also  call  it  culture,  a 
very  important  round  in  this  ladder  of  ours. 

“Then  there  is  a more  significant  round  than  any  of  these. 
It  is  the  top  round,  and  in  looking  for  a name  for  it  I have 
had  some  trouble.  Sometimes  I think  I ought  to  have  three 
names.  Adapting  from  Horace  Bushnell  we  might  call  it 
grit,  grace  and  gumption,  these  three  abide,  but  the  great- 
est of  these  is  gumption.  And  yet  our  language  presents 
one  word  which  includes  these  three,  it  is  the  word  char- 
acter, by  which  is  meant  the  sum  of  all  of  the  qualities  to 
which  I have  already  referred,  information,  accuracy,  self- 
control,  health,  culture,  grit,  grace  and  gumption. 

“So,  my  friends,  this  is  my  ladder.  Six  rounds  in  it,  in- 


20 


OPINIONS  OF  EDUCATORS 


formation,  accuracy,  self-control,  health,  culture,  character. 
I feel  that  it  rests  upon  the  earth,  and  that  its  top  reaches 
to  the  stars.” 

The  following  article  from  the  Lansing  (Mich.)  Journal 
also  refers  to  the  visit  of  these  educators  to  Tuskegee : 

“Tuskegee  Institute,  Booker  T.  Washington’s  school  at 
Tuskegee,  Alabama,  as  embodying  one  of  the  modem  mir- 
acles, was  the  subject  of  an  address  delivered  Sunday  by 
Henry  R.  Pattengill  before  the  Sociology  class  of  First 
Baptist  Church.  Mr.  Pattengill  recently  visited  the  Tus- 
kegee Institute  for  several  days  and  has  prepared  a series 
of  four  addresses  on  the  school.  The  first,  “A  Modem  Mir- 
acle,” delivered  Sunday,  was  a general  summing  up  of  what 
the  school  has  done  for  the  Negro  race,  the  second  will  be 
“A  Sunday  at  Tuskegee,”  showing  the  religious  influences 
of  the  school ; the  third,  “A  Monday  at  Tuskegee,”  will  pic- 
ture the  school  in  every-day  work,  and  the  last  of  the 
series  will  be  a sketch  of  Booker  T.  Washington.  He  said : 

DID  THE  IMPOSSIBLE 

“Surely  this  is  a modem  miracle.  Forty  years  ago  peo- 
ple would  have  thought  it  impossible — impossible  that  in 
40  years  there  could  be  a great  school  of  the  proportions 
and  influence  of  the  Tuskegee  Institute.  After  250  years 
of  slavery  the  Negroes  were  in  a frightful  condition.  They 
were  uneducated,  crushed,  weak  and  many  of  them  vicious. 
There  were  some  4,000,000  in  all.  The  Southerners  were 
horrified  at  the  thought  of  freeing  the  slaves;  they  saw 
their  soil  going  to  ruin  and  their  means  of  support  disap- 
pearing. They  believed  that  the  great  hordes  of  Negroes 
freed  would  become  wild  and  uncontrollable.  They  struggled 
against  freeing  the  slaves  and  believed  it  wrong  to  help 
them  in  any  way.  It  was  in  this  state  of  affairs  that  the 
Negroes  were  turned  loose. 

“A  young  Negro  lad,  a freed  slave  boy,  working  in  a 
Virginia  mine,  heard  of  the  Hampton  Institute  at  Hamp- 
ton, Va.,  which  educated  Negroes  and  Indians.  He  longed 
for  an  education,  so  with  the  help  of  his  mother,  he  pre- 


OPINIONS  OF  EDUCATORS 


21 


pared  to  leave  home.  He  walked  to  Hampton  Institute.  He 
neither  could  read  nor  write  when  he  started  in  but  in  a 
few  years  he  graduated. 

START  OF  THE  SCHOOL 

“At  this  time  a call  was  sent  out  for  a man  to  take  charge 
of  a proposed  school  for  the  education  of  Negroes  at  Tus- 
kegee.  The  Negro  lad,  Booker  T.  Washington,  was  chosen 
for  the  place.  The  school  opened  July  4,  1881,  in  a rented 
church  with  one  teacher  and  30  pupils.  The  legislature  had 
appropriated  $2,000  for  the  school.  In  1893  the  school  was 
incorporated  with  100  acres  and  three  buildings  and  the 
school  was  placed  in  full  charge  of  Washington.  It  was  the 
spirit  that  made  the  school  what  it  is,  the  spirit  that  per- 
vades the  institution  now,  the  spirit  of  vigor  and  life,  the 
spirit  of  ‘get  up  and  do,  keep  doing,  amount  to  something, 
and  help  the  world  along.’  Now  there  is  a 2,000  school  popu- 
lation, including  174  teachers,  officers  and  employees.  The 
educational  plant  includes  2,350  acres,  and  25,000  acres 
granted  by  Congress  as  an  endowment  fund.  Every  bit  of 
work  on  the  campus  has  been  done  by  students.  The  archi- 
tects were  graduates  of  the  school,  as  were  the  contractors ; 
every  brick,  every  board  in  the  magnificent  buildings  on 
the  campus  have  been  made  and  laid  by  students. 

THREE  BRANCHES  OF  STUDY 

“There  are  three  branches  of  education  given — academic, 
industrial  and  spiritual.  The  academic  course  includes 
mathematics,  history,  grammar,  literature,  geography,  and 
all  of  the  other  studies  of  the  academic  course.  In  the  In- 
dustrial Department  more  than  40  vocations  are  taught — 
farming,  carpentry,  masonry,  brick  making,  blacksmithing, 
printing  and  binding,  architecture,  plumbing,  canning,  shoe- 
making, tailoring,  gardening  and  landscape  architecture, 
upholstery,  and  nearly  every  other  occupation  known  to 
man.  Farming  is  the  great  industry  of  the  school.  The 
students  not  only  make  all  of  their  own  garments  and  pay 
for  them,  but  they  do  work  for  outsiders,  and  the  students 
of  1910  paid  $14,457  toward  the  expenses  of  the  school. 


22 


OPINIONS  OF  EDUCATORS 


“The  spiritual  work  of  the  school  is  strong.  The  Tus- 
kegee  school  stands  fifth  in  the  United  States  in  number  of 
students  studying  the  Bible,  that  is,  counting  denomina- 
tional and  religious  schools  and  schools  with  much  larger 
enrollments  than  that  of  the  Tuskegee  school. 

“The  girls  are  taught  millinery,  dressmaking,  nursing, 
laundering,  basket  and  mat  making,  and  domestic  science. 
The  senior  girls  have  a house  of  which  they  have  the  entire 
care  to  insure  their  efficiency. 

SEVEN  THOUSAND  GRADUATES 

“Seven  thousand  young  men  and  women  have  been  gradu- 
ated from  this  institution  and  dozens  of  smaller  educational 
institutions  have  been  established  by  the  graduates  as  well 
as  other  students.  The  South  is  becoming  dotted  all  over 
with  the  little  auxiliaries  to  the  Tuskegee  Institute. 

“And  all  this  has  happened,  this  miracle  has  been 
brought  about  because  slavery  was  abolished  and  a little 
slave  boy  became  inspired  with  the  longing  for  education 
for  himself  and  his  race.” 

In  general,  the  remarks  upon  the  occasion  of  these  meet- 
ings were  by  no  means  of  the  usual  or  perfunctory  sort, 
but  were  so  cordial  and  so  thoroughly  appreciative  of  the 
work  of  the  school,  that  it  was  deemed  advisable,  if  pos- 
sible, to  gather  the  opinions  expressed  together  in  some 
permanent  form,  as  a testimonial  to  the  character  of  the 
work  undertaken  and  an  estimate  of  the  efficiency  with 
which  it  is  being  done. 

In  accordance  with  this  proposal,  the  following  letter  was 
sent  out  by  Principal  Washington  to  the  educators  whose 
names  and  addresses  had  been  preserved  at  the  school: 

“I  am  writing  you  what  may  seem  to  be  rather  an  un- 
usual request.  I did  not  put  the  matter  before  you  while 
you  were  upon  the  grounds,  because  I hardly  thought  it  fair 
to  do  so.  Now,  however,  that  you  have  seen  what  we  are 
trying  to  do  and  have  had  long  enough  time  to  think  over 
your  impressions,  I am  going  to  ask  you,  if  you  care  to  do 


OPINIONS  OF  EDUCATORS 


23 


so,  to  write  me  a few  lines  telling  what  your  impression  of 
our  work  is,  in  order  that  I may  print  it  and  give  it,  per- 
haps later,  to  the  public  in  some  form  or  other. 

“What  I should  like  would  be  some  sort  of  discriminating 
comment  or  criticism  of  our  work  in  general  or  some  partic- 
ular feature  of  it  which  attracted  your  attention — such 
comment  as  would  give  anyone  who  is  interested,  a more 
definite  and  accurate  notion  of  our  work,  of  its  importance 
and  possibilities,  than  they  would  be  able  to  get  from  the 
ordinary  sources.  Please  understand  that  I want  you  to  be 
perfectly  frank.  Say  anything  in  praise  of  our  work,  if 
there  is  anything  to  be  said  in  that  direction,  or  say  any- 
thing in  adverse  critcism  of  it.  We  are  a public  institution 
and  are  ready  for  praise  or  blame.  Criticism  in  either  direc- 
tion, I am  sure  will  prove  helpful. 

“I  have  two  objects  in  view;  one  is  to  get  a statement 
that  might  help  to  ease  the  financial  burden  which  I am 
constantly  struggling  under;  the  other  is,  you  might  say 
something  that  would  enable  us  to  do  our  work  better  and 
to  get  better  results.  We  are  very  glad  that  you  had  a 
chance  to  be  with  us  and  hope  you  will  come  again  when- 
ever you  can.” 

The  extracts  that  follow  are  taken  from  some  of  the 
replies  received  in  response  to  the  foregoing  letter: 

From  Mr.  Arch  L.  Bell, 

Superintendent  of  Schools,  Ottawa,  Kansas: 

“You  are  doing  a wonderful  work  at  Tuskegee,  Mr.  Wash- 
ington. In  many  of  our  schools  boys  and  girls  are  urged 
to  remain  in  school,  else  they  would  have  to  work  for  a liv- 
ing. They  may  be  kept  in  school  for  a time,  but  at  the  loss 
of  the  best  ideals  and  of  the  right  attitude  toward  labor. 
The  world  is  constantly  looking  for  men  who  can  do  its 
work  regardless  of  race  or  previous  condition  of  servitude. 
There  is  much  preaching  of  service;  but  at  Tuskegee  I 
found  the  finest  illustration  of  a training  which  sees  beauty 
in  utility,  and  an  appreciation  that  one  of  the  chief  ac- 
complishments of  life  is  to  make  a living ; but  best  of  all  a 


24 


OPINIONS  OF  EDUCATORS 


training  that  enables  these  young  people  to  find  pleasure  in 
their  work,  the  satisfaction  that  comes  only  to  the  person 
who  does  his  work  well,  and  the  further  appreciation  that 
one  cannot  take  out  of  life,  more  than  he  puts  into  it.  I have 
never  seen  more  live,  vital  teaching  anywhere.” 

From  Mr.  Walter  E.  Ervin, 

Principal  Streator  Township  High  School,  Streator,  Illinois : 

“It  is  a matter  of  regret  to  me  that  I was  unable  to  spend 
a longer  time  in  Tuskegee.  The  visit  was  a revelation  to 
me,  not  only  as  to  what  you  are  doing  for  your  people  but 
as  to  the  possibility  of  educators  in  the  North  being  taught 
a lesson  and  given  pointers  along  many  lines  of  vocational 
work. 

“I  believe  that  the  most  vital  point  of  failure  in  the  pres- 
ent secondary  school  system  of  the  North,  and  I speak  from 
fifteen  years  experience  in  that  work,  is  that  we  have  not 
been  able  to  teach  our  boys  and  girls  the  dignity  of  labor. 
Too  many  of  our  pupils  get  the  idea  that  a high  school  edu- 
cation is  given  them  to  prepare  them  for  a life’s  work 
where  manual  labor  is  not  to  be  considered.  I think  we  fail 
in  that  and  I know  you  succeed  along  these  lines.  You  can 
depend  on  my  support  in  every  way  possible.” 

From  Mr.  Edward  G.  Bauman, 
Superintendent  of  Public  Schools,  Quincy,  Illinois: 

“Permit  me  to  say  to  you  that  I consider  my  visit  to 
Tuskegee  Institute  one  of  the  most  pleasant  and  most  profit- 
able features  in  connection  vith  my  recent  trip  to  Mobile 
to  attend  the  meeting  of  the  Department  of  Superintendence 
of  the  N.  E.  A.  The  day  which  I spent  with  you,  I consider 
one  of  the  best  days  I have  ever  spent  anywhere  in  connec- 
tion with  any  institution.  I am  frank  to  say  that  it  was  a 
genuine  inspiration  to  me.  I had  heard  many  excellent  re- 
ports with  regard  to  the  work  that  you  are  doing  in  connec- 
tion with  your  school,  but  it  never  occurred  to  me  that  you 
had  such  a great  and  wonderful  institution  as  you  have.  I 
was  delighted  with  every  feature  of  the  work  that  I saw.  I 


OPINIONS  OF  EDUCATORS 


25 


consider  your  Academic  Department  thorough  and  strong. 
From  the  work  which  it  was  my  pleasure  to  observe,  I 
should  say  that  I consider  your  teachers  well  prepared  and 
the  students  getting  good  results  from  their  work. 

“I  wish  to  congratulate  you  especially  upon  the  excellency 
of  the  Industrial  Department  of  your  school.  I was  very 
highly  impressed  with  all  the  various  phases  connected  with 
this  department  of  your  institution  and  feel  that  you  are 
solving  in  a splendid  way  some  of  the  many  questions  which 
come  up  in  connection  with  the  industrial  side  of  our  edu- 
cation. 

“You  are  doing  a great  and  good  work  not  only  for  your 
own  people  but  for  this  country.  I wish  that  every  one  who 
is  interested  in  education  might  have  an  opportunity  to 
visit  your  institution.  The  effort  which  you  are  making  and 
the  work  which  you  are  doing  is  deserving  of  the  highest 
commendation  and  most  liberal  financial  support.” 

From  Mr.  J.  Asbury  Pitman, 

Principal  State  Normal  School,  Salem,  Massachusetts: 

“The  day  that  I spent  with  you  I count  as  one  of  the 
most  profitable  in  my  experience  in  visiting  educational  in- 
stitutions. I hope  the  opportunity  may  come  when  I may 
have  sufficient  time  to  make  a more  careful  study  of  your 
methods  and  results. 

“Although  I thought  I was  somewhat  familiar  with  your 
school,  I was  amazed  at  the  extent  of  the  equipment  and 
material  resources  of  the  institution,  as  well  as  at  the 
magnitude  and  importance  of  the  work.  I was  particularly 
impressed  with  the  wisdom  which  has  been  shown  in  mak- 
ing the  Department  of  Agriculture  more  prominent  than 
any  other,  since  the  school  is  located  in  the  heart  of  a great 
agricultural  region  and  the  hope  of  so  large  a proportion 
of  the  Negro  race  would  seem  to  be  more  easily  realized  in 
this  than  in  any  other  industry.  You  seem  not  only  to  have 
solved  the  problem  of  industrial  education  for  the  people  of 
your  own  race,  but  to  have  discovered  the  fundamental 
principles  underlying  industrial  education  in  general. 


26 


OPINIONS  OF  EDUCATORS 


“It  was  a sight  never  to  be  forgotten  to  look  into  the 
faces  of  your  sixteen  hundred  students  whose  real  emanci- 
pation was  everywhere  so  visibly  in  progress.  I realized 
as  never  before  that  the  Emancipation  Proclamation  was 
the  merest  beginning  of  the  salvation  of  the  race.  It  is 
my  conviction  that  you  are  playing  quite  as  important  a 
part  in  that  work  as  did  the  Great  Liberator  himself.” 

From  Mr.  Alvin  N.  Cody, 

Superintendent  of  Public  Schools,  Flint,  Michigan: 

“I  am  frank  to  say  that  I never  spent  a day  in  visiting 
any  educational  institution  from  which  I derived  greater 
pleasure  and  profit.  You  are  actually  doing  what  we  have 
been  talking  about  in  the  North.  I think  your  institution 
is  simply  wonderful,  and  I congratulate  you  upon  your  suc- 
cess in  so  skilfully  and  practically  combining  academic  and 
industrial  education.  I have  never  seen  better  class  work 
anywhere  than  I found  in  your  institution  and  no  one  it 
seems  to  me  could  spend  even  a day  at  Tuskegee  without 
the  feeling  that  there  is  certainly  a bright  future  for  the 
Negro  by  reason  of  industrial  education.” 

From  Dean  W.  G.  Chambers, 

School  of  Education,  University  of  Pittsburg,  Pittsburg, 
Pennsylvania : 

“I  think  you  have  worked  out  much  better  than  any  one 
else,  the  proper  relationship  which  should  exist  in  educa- 
tion between  actual  work  with  the  hands  and  mental  train- 
ing. Wherever  I went  in  your  shops,  I found  a blackboard 
and  a little  class  room  in  the  corner.  Why  should  not  this 
be  taken  as  typical  of  the  true  relationship  between  doing 
and  thinking — doing  furnishing  the  motive  of  education, 
the  blackboard  and  the  class  room  furnishing  the  oppor- 
tunity to  formulate  what  has  been  done.  I was  pleased  to 
find  here  and  there  a member  of  your  academic  faculty  in 
the  shops  searching,  as  they  told  me,  for  practical  problems 
on  which  to  base  their  recitation  of  the  morrow.  This  is 
another  ideal  feature. 


OPINIONS  OF  EDUCATORS 


27 


“I  am  glad  further  to  say  that  I have  never  visited  a 
school  of  any  grade  where  the  teaching  was  so  uniformly 
good.  I did  not  find  a really  weak  teacher  in  any  of  the 
rooms  I visited,  and  in  one  or  two  instances,  I think  the 
teaching  was  as  strong  as  I have  ever  seen.  My  only  re- 
gret is  that  I was  not  able  to  remain  at  least  a week  to 
study  your  ideals  and  your  methods  for  I am  sure  you  have 
much  to  teach  those  engaged  in  any  grade  of  educational 
work.  I hope  that  before  a great  while,  I shall  be  able  to 
return  and  make  this  study  which  I have  promised  myself. 
This  is  not  at  all  an  adequate  expression  of  my  impressions. 
I feel  that  the  enthusiasm  aroused  by  my  visit  is  yet  too 
strong  to  permit  of  a clear  and  definite  analysis  of  these 
impressions.  I have  not  hesitated,  however,  to  say  on 
numerous  occasions  since  my  return  that  your  school  is  the 
best  I have  ever  seen,  and  that  you  have  more  to  teach 
us  all  about  real  education  than  any  other  man  in  the 
land.” 

From  Mr.  J.  E.  DeMeyer, 

District  Superintendent  of  Schools  of  Abington  and  Bridge- 
water,  Bridgewater,  Massachusetts: 

“I  believe  Tuskegee  Institute  to  be  more  nearly  an  ideal 
industrial  school  than  any  other  I know  of.  The  thing 
about  Tuskegee  that  impresses  itself  upon  the  mind  of  a 
visitor  is  the  definiteness  of  the  whole  scheme.  The  pupils 
are  working  with  a fixed  purpose  in  view.  They  are  not 
doing  things  merely  for  the  sake  of  doing  them,  but  because 
they  have  a use  for  the  finished  product,  and  that  factor  in 
itself  adds  interest  to  the  work. 

“I  believe  the  function  of  education  is  two-fold.  First, 
to  fit  a boy  for  life,  and  second  to  make  him  fit  to  live.  It 
is  not  merely  intended  to  assist  him  to  acquire  ability  to 
earn  his  living  in  society,  but  to  so  equip  himself  mentally, 
morally  and  physically,  that  he  will  be  able  to  add  to  the  sum 
total  of  society,  and  that  the  world  may  be  better  because 
he  has  lived.  I believe  this  is  what  Dr.  Washington  is  doing. 
He  is  teaching  his  race  how  to  live  and  making  them  fit  for 
the  society  they  are  to  enter. 


28 


OPINIONS  OF  EDUCATORS 


“Tuskegee  is  a great  institution  and  is  doing  a noble 
work.  It  deserves  the  support  and  commendation  of  all 
true  educators.” 

From  Mr.  J.  Burton  Wiley, 

Superintendent  Public  Schools,  Red  Bank,  New  Jersey: 

“I  am  glad  to  have  the  opportunity  to  write  that  during 
my  recent  visit  to  Tuskegee  I saw  not  only  an  ideal  institu- 
tion for  the  education  of  the  colored  youth  but  the  practic- 
ability and  imminent  necessity  of  similar  vocational  indus- 
trial training  in  connection  with  our  free  public  schools. 
Tuskegee  is  actually  doing  what  our  best  systems  of  pub- 
lic schools  have  been  only  dreaming  of. 

“I  am  perfectly  frank  in  saying  that  I can  offer  no  adverse 
criticism  on  any  of  the  departments  which  I have  visited. 

“The  atmosphere  of  industry  and  the  spirit  of  earnest- 
ness manifested  the  dignity  of  labor  which  you  teach.” 

From  Mr.  W.  A.  Baldwin, 

Principal  State  Normal  School  at  Hyannis,  Hyannis, 
Massachusetts : 

“I  cannot  adequately  acquaint  you  with  my  interest  in, 
and  admiration  for,  the  work  which  you  are  doing  for  the 
educational  advancement  of  the  world.  I have  visited  many 
schools  in  many  lands,  but  never  have  I visited  any  school 
in  which  my  own  educational  ideals  were  being  so  nearly 
embodied  in  practice  as  in  the  various  forms  of  education 
which  center  in  your  office.” 

From  Mr.  Henry  M.  Maxon, 

City  Superintendent  of  Schools,  Plainfield,  New  Jersey: 

“I  think  every  one  of  our  party  felt  that  the  day  spent 
at  Tuskegee  was  the  most  valuable  that  we  have  spent  any- 
where for  a long  time.  No  one  who  has  not  visited  Tus- 
kegee can  get  any  adequate  conception  of  the  work  you  are 
doing,  no  matter  how  much  he  may  read  what  you  have 
written  or  however  much  he  may  listen  to  what  you  say 
in  your  lectures.” 


OPINIONS  OF  EDUCATORS 


29 


From  Mr.  Mason  S.  Stone, 

Superintendent  of  Education  for  the  State  of  Vermont, 
Montpelier,  Vermont: 

“On  the  positive  and  constructive  side  of  Tuskegee  In- 
stitute, I was  deeply  impressed  with  the  attitude  of  all  to- 
ward their  work ; with  a spirit  of  co-operation  and  achieve- 
ment that  works  miracles  with  the  simple,  honest,  straight- 
forward methods  of  procedure,  with  the  refreshing  disre- 
gard of  educational  traditions,  and  with  the  sane  and  effec- 
tive application  of  subjects  to  every-day  life.  I obtained 
an  inspiration  and  suggestion  far  more  than  I anticipated, 
and  I gladly  join  with  the  thousands  of  other  educators  in 
America  in  gratitude  for  a demonstration  of  what  can  be 
done  by  the  proper  spirit,  the  proper  method  and  the 
proper  administration. 

“I  know  of  no  institution  that  surpasses  Tuskegee  in  its 
soundness  and  efficiency;  and  its  high  service,  not  simply 
to  a particular  race,  but  to  the  entire  country,  deserves  a 
greater  appreciation  on  the  part  of  all  citizens.” 

From  Mr.  B.  W.  Tinker, 

Superintendent  Department  of  Education,  Waterbury, 
Connecticut : 

“It  seems  to  me  that  during  my  recent  trip  to  the  Su- 
perintendents’ Convention  at  Mobile,  Alabama,  that  my 
visit  to  Tuskegee  Institute  was  the  most  profitable  of  the 
whole  trip.  I was  amazed  at  the  size  of  the  plant  and  its 
adaptability  to  the  work  undertaken  and  impressed  with 
the  size  and  number  of  buildings,  the  general  air  of  cul- 
ture and  of  those  things  that  we  feel  are  characteristic  of 
the  regular  New  England  college.  I was  particularly  im- 
pressed with  the  kind  of  work  that  was  being  done  and  the 
thoroughness  with  which  the  industrial  occupations  were 
being  taught,  not  as  we  are  obliged  to,  so  many  times  in 
the  East,  using  models  of  things,  but  in  full  size  operation 
just  as  are  found  in  real  life.  I don’t  see  how  the  work 
could  be  done  more  efficiently,  or  how  it  could  be  better 
arranged.  Probably  there  has  been  and  will  continue  to  be 


30 


OPINIONS  OF  EDUCATORS 


a natural  evolution  and  development,  but  to  an  outsider  it 
is  difficult  to  tell  how  it  could  be  improved.  The  general 
appearance  of  the  students  and  their  earnestness,  was 
especially  noticeable.” 

From  Mr.  C.  P.  Cary, 

State  Superintendent,  Department  of  Public  Instruction, 
State  of  Wisconsin,  Madison: 

“If  I were  to  express  fully  my  appreciation  of  the  work 
I saw  in  passing  through  the  institution,  it  would  probably 
seem  extravagant.  It  was,  upon  the  whole,  the  best  work 
I have  ever  seen  in  any  educational  institution.  The  in- 
struction was  the  most  vital  and  real  that  I ever  witnessed ; 
it  was  closer  to  realities,  and  there  was  an  effort  made  to 
secure  adequate  and  complete  comprehension  on  the  part 
of  the  students  that  delighted  me.  I have  made  remarks 
similar  to  the  above  to  many  people  in  my  own  State  since 
my  return.  Your  school  has  many  lessons  for  the  people 
of  the  North,  the  East  and  the  West  to  learn.  Compared 
with  yours,  much  of  our  instruction  seems  academic,  book- 
ish and  unreal.” 

From  Mr.  F.  E.  Converse, 

City  Superintendent,  Public  Schools,  Beloit,  Wisconsin: 

“It  seems  to  me  that  you  have  clearly  and  definitely  dis- 
covered the  right  idea  and  method  of  true  education  in  a 
democracy;  that  is,  education  for  all  the  people,  instead  of 
for  the  few  who  enter  the  professions.  As  I understand  it, 
the  aim  of  education  in  a democracy  should  be  to  educate 
all  the  people  in  all  kinds  of  work;  that  is,  for  whatever 
kind  of  honest  work  each  desires  to  do.  This  aim  requires 
an  intimate  correlation  of  the  actual  and  the  theoretical; 
of  the  actual  work  to  be  done  and  the  theory  of  that  work ; 
of  the  actual  industrial  processes  and  the  academic  knowl- 
edge relating  thereto. 

“The  success  with  which  you  apparently  have  succeeded 
in  working  out  this  vital  relation  of  industrial  and  academic 
work  for  your  students  was  a revelation  to  me.  It  seemed 
indeed  marvelous.  You  are  actually  doing  in  your  Institute 


OPINIONS  OF  EDUCATORS 


31 


what  the  rest  of  us  in  the  field  of  education  are  only  talking 
about.  Previous  to  my  visit  I had  read  everything  I could 
find  regarding  Tuskegee,  and  I say  without  hesitation  that 
'the  half  has  never  been  told.’  You  are  years  ahead  of  the 
times. 

“While  in  the  cites  of  Tuskegee  and  Montgomery  I met 
several  Southern  gentlemen  whose  opinion  I asked  regard- 
ing the  work  you  are  doing  in  Tuskegee.  Without  excep- 
tion these  men,  all  white  men,  had  only  words  of  commen- 
dation.” 

From  Mr.  R.  B.  Teitrick, 

Deputy  Superintendent  of  Public  Instruction, 
Harrisburg,  Pa.: 

“The  marked  eagerness  of  your  students  to  knoiv  and 
the  enthusiastic  manner  and  apparent  delight  with  which 
they  carry  on  their  work  made  a strong  impression  upon 
me.  Your  teachers  were  alert,  forceful,  thorough  and  prac- 
tical. The  completeness  of  your  vocational  schools  was  far 
beyond  my  expectations.  Tuskegee  is  the  correct  answer 
to  the  problem  of  your  race.” 

Honorable  Payson  Smith, 

Superintendent  of  Schools  for  the  State  of  Maine,  Augusta: 

“Since  my  visit  to  Tuskegee  two  years  ago  I have  fre- 
quently expressed  in  public  my  opinion  that  Tuskegee  is 
the  most  usefuj  educational  institution  in  America  and  that 
it  has  found  its  usefulness  by  going  straight  to  the  needs 
of  the  people  it  would  serve,  something  all  of  our  schools 
must  do  if  they  are  finally  to  be  justified. 

“Before  my  visit,  I confess,  I had  thought  of  Tuskegee 
as  an  institution  of  rather  restricted  purpose.  I was  enlight- 
ened. I recognize  it  today  not  only  as  a big  factor  in  the 
solution  of  a nation’s  problem  but  likewise  a leader  in  the 
development  of  these  ideals  which  are  to  have  an  increas- 
ingly larger  influence  in  the  educational  policy  of  democ- 
racy. I am  certain  there  is  nowhere  in  this  country  an 
institution  that  is  performing  a more  definite  or  more  valu- 
able service  to  education  throughout  America  than  Tus- 


32 


OPINIONS  OF  EDUCATORS 


kegee  is  performing.  In  so  many  ways  is  this  service  being 
rendered  that  it  would  be  impossible  to  define  them,  but  if 
I may  attempt,  in  a sentence,  to  analyze  the  impression 
made  upon  me  by  my  visit  I should  say  this,  that  Tuskegee 
vitalizes  education  by  connecting  the  needs  of  the  individ- 
ual on  the  one  side  with  the  needs  of  the  social  body  on 
the  other,  that  it  helps  men  to  find  their  places  in  the  serv- 
ice of  the  world  by  first  helping  them  to  find  themselves 
and  the  powers  that  are  within  them.” 

From  Mr.  W.  M.  Pierce, 

Superintendent  of  Public  Schools  Ridgeway,  Pennsylvania: 

‘T  had  read  ‘Up  From  Slavery’  and  had  also  read  and 
heard  of  the  history  and  work  of  your  school  from  various 
other  sources,  and  went  to  Tuskegee  with  the  expectation 
of  seeing  some  good,  practical  work,  but  I had  thought, 
from  the  very  necessity  of  the  case,  much  of  this  work 
would  be  more  or  less  crude.  I was  simply  astonished,  how- 
ever, at  the  following  features:  First,  the  discipline,  as  far 
as  I had  opportunity  to  observe,  was  perfect.  By  this  I 
mean  not  simply  that  there  was  good  order,  but  the  spirit 
that  seemed  to  permeate  the  whole  school  atmosphere  made 
every  pupil,  teacher  and  officer  alert,  prompt  and  business- 
like. No  one  obtruded  himself,  his  work,  or  the  Institute, 
but  every  question  brought  a prompt,  definite  answer. 

“It  has  been  my  business  for  years  to  watch  the  work 
of  teachers  critically  every  day.  I inspected  the  teaching 
at  Tuskegee  as  I would  have  done  in  our  own  schools,  and 
for  the  work  of  every  teacher  I saw  I have  only  commen- 
dation. I have  rarely  seen  greater  earnestness  or  greater 
tact  in  teaching  than  was  displayed  there.  Every  teacher, 
too,  seemed  to  have  his  or  her  aim  in  teaching  the  lesson 
clearly  in  mind,  and  drove  straight  to  the  point. 

“One  of  the  things  that  impressed  me  most  was  the  real 
practical  nature  of  the  work  of  your  school.  In  our  public 
schools,  we  have  been  talking  about  correlation  of  work, 
and  of  giving  such  instruction  as  should  fit  our  students 
for  real  life,  but  when  I saw  the  work  at  Tuskegee  it  seem- 


OPINIONS  OF  EDUCATORS 


ed  to  me  that  you  had  completely  solved  the  problem  we 
have  been  talking  about.  The  arrangement  of  alternate  days 
in  shop  work  and  in  school,  and  the  making  of  every  school 
lesson  center  in  the  work  of  the  shop,  as  far  as  this  could 
be  done,  seemed  to  me  so  good  that  I cannot  too  highly 
commend  it.” 

From  Mr.  George  Morris, 

Superintendent  Bloomfield  Public  Schools  Bloomfield, 
New  Jersey: 

“I  was  greatly  impressed  with  the  importance  of  the 
work  you  are  doing  and  with  the  spirit  of  co-operation  and 
earnestness  that  seemed  to  be  in  evidence  everywhere.  The 
plan  of  organization  and  of  carrying  on  the  different  lines 
of  work  seemed  to  me  to  be  as  nearly  perfect  as  it  could  be. 
Of  your  plant  and  equipment  you  may  well  be  proud  but  of 
the  magnificent  work  you  are  doing  along  the  line  of  leading 
the  young  men  and  young  women  undqr  your  charge  to 
higher  ideals  of  living,  thinking  and  doing  you  may  be  still 
more  proud,  for  I know  of  nothing  being  done  in  the  country 
today  of  greater  importance.” 

From  Mr.  H.  F.  Estill, 

Principal,  Sam  Houston  Normal  Institute,  Huntsville, 

Texas : 

“We  were  accorded  most  courteous  treatment  and  were 
given  every  opportunity  that  our  limited  time  permitted 
to  study  your  plans  and  methods.  To  state  my  impressions 
in  detail  is  impossible.  However,  I may  briefly  summarize 
some  of  the  points  that  most  deeply  inpressed  me. 

“First — The  splendid  organization  and  discipline  of  your 
large  establishment,  including  seventeen  hundred  students, 
besides  instructors  and  helpers,  impressed  me  greatly.  The 
prompt  and  cheerful  obedience  to  direction,  the  orderly 
movement  of  large  bodies  of  students,  were  features  of  this 
discipline. 

“Second — My  visit  to  Tuskegee  convinced  me  that  your 
institution  stands  for  “thoroughness”  in  everything,  and 
that  your  instruction  and  training  are  such  as  are  best 


34 


OPINIONS  OF  EDUCATORS 


adapted  to  fit  the  Negro  boys  and  girls  of  the  South  for  the 
greatest  usefulness  and  service. 

“Third — The  quality  of  teaching  that  I witnessed  in  the 
different  class  rooms  was  excellent.  The  principle  of  co- 
relation of  work  in  education  is  exemplified  more  completely 
at  Tuskegee  than  at  any  other  schools  I have  ever  visited. 

“Fourth — In  noting  carefully  the  bearing  of  the  Tus- 
kegee students,  I was  impressed  with  the  neatness  of  their 
personal  appearance,  the  air  of  self-respect  which  seemed 
to  animate  each  boy  and  girl,  and  the  spirit  of  cheerfulness 
that  characterized  all  their  work. 

“Fifth — Lastly,  the  three  things  which  characterize  Tus- 
kegee and  which  argue  most  for  the  future  of  the  Negro 
race  in  the  South,  in  my  judgment,  are  (1)  the  moral  and 
religious  influence  which  is  exercised  over  the  student  body, 
(2)  the  habits  of  industry  that  are  inculcated,  (3)  the  rec- 
ognition of  the  dignity  of  manual  labor  and  of  the  value 
of  skilled  and  honest  work  which  is  impressed  upon  every 
student  through  actual  mastery  of  some  industrial  pur- 
suit.” 

From  Mr.  J.  H.  Binford, 

Executive  Secretary  Co-operative  Education  of  Virginia, 
Richmond,  Virginia: 

“There  were  many  things  about  Tuskegee  that  impressed 
me.  The  size  and  growth  of  your  Institute  strikes  me  as 
being  remarkable.  I shall  never  forget  the  feeling  that 
came  over  me  when  I stood  on  the  campus  at  the  noon  hour 
and  saw  the  fifteen  hundred  students  march  by.  I think 
that  the  finest  teaching  I ever  saw  was  in  the  Academic 
Department  at  Tuskegee.  The  fact  that  every  student  must 
devote  half  of  his  time  to  industrial  work,  also  impressed 
me  very  favorably. 

“The  work  shop,  the  Dressmaking  Department  and  the 
well  managed  farm  connected  with  your  Institute  are  cer- 
tainly giving  to  the  Negro  youth  the  right  ideals  of  life. 

I was  born  and  reared  in  the  South  and  I say  without  hesi- 
tation that  your  Institute  has  been  and  is  the  greatest  factor 
in  the  development  of  the  Negro  race  that  I know  of.” 


OPINIONS  OF  EDUCATORS 


35 


From  Mr.  William  P.  Kelly, 
Superintendent  of  Schools,  Meriden,  Connecticut: 

“An  impressive  thing  was  that  Tuskegee’s  method  of 
education  is  the  method  of  experience,  which  all  admit  is 
the  greatest  teacher.  Your  students  prepare  for  life  by 
participating  in  the  life  of  the  shop,  the  farm,  the  dining 
hall,  the  assembly,  and  the  dormitory,  as  well  as  that  of 
the  class  room. 

“But  the  most  impressive  thing  was  the  earnestness, 
dignity  and  poise  of  your  students,  unsurpassed  in  any 
student  body  I have  ever  seen,  and  equalled  in  few.  This 
indicates  that  the  aim  and  ideal  of  the  founder  will  be 
multiplied  indefinitely  by  the  students  in  their  future  life, 
and  that,  as  a leavening  institution,  the  Institute  is  un- 
surpassed. 

“I  have  no  adverse  criticism  to  offer.” 

From  Mr.  John  Miller, 

President  North  Bergen  Board  of  Education,  Weehawken, 

New  Jersey: 

“For  adverse  criticisms  of  your  noble  work  there  is  abso- 
lutely no  room  — everything  you  are  doing  at  Tuskegee 
speaks  for  itself  in  its  own  favor.  Since  visiting  your  In- 
stitute I have  thought  much  about  the  varied  lines  of  in- 
dustrial work  which  you  are  doing,  and  of  the  splendid  op- 
portunities which  that  work  affords  to  your  students.  The 
undertaking  is  assuredly  a vast  one — and  all  this  is  carried 
on  under  such  splendid  and  systematic  control,  that  it  de- 
serves the  commendation  and  support  of  all  people.  You 
are  actually  doing  what  we  are  talking  about  doing  in  the 
line  of  industrial  education.” 

From  Mr.  John  W.  Carr, 

Superintendent  of  Schools,  Bayonne,  New  Jersey: 

“I  was  very  much  pleased  with  the  work  I observed  at 
Tuskegee  and  the  general  deportment  and  personnel  of 
teachers  and  pupils.  The  buildings  and  grounds  were  bet- 


36 


OPINIONS  OF  EDUCATORS 


ter  kept  than  I expected  them  to  be.  The  students  in  the 
different  industrial  departments  seemed  to  be  earnest  and 
intelligent.  Every  one  seemed  to  have  confidence  in  himself 
and  in  his  work. 

‘T  have  no  criticisms  to  offer  and  wish  to  congratulate 
you  and  your  associates  on  the  splendid  work  you  are  doing. 
I have  more  faith  in  the  possibility  of  the  colored  race  after 
visiting  your  school.  The  problem  you  are  endeavoring  to 
solve  at  Tuskegee  is  very  similar  to  the  one  that  confronts 
us  in  every  city  of  the  North.” 

From  Miss  Nora  E.  White, 

County  Superintendent  of  Schools,  Knoxville,  Iowa: 

“I  went  to  Tuskegee  expecting  to  find  an  ordinary  school. 
My  surprise  at  the  general  appearance,  on  first  arrival,  soon 
developed  into  sincerest  admiration  for  the  extraordinary 
institution  whose  many  departments  we  visited. 

“I  was  especially  attracted  by  the  thoroughness  that  was 
required  in  all  lines  of  work,  both  in  the  class  room  and  in 
the  industrial  department. 

“Among  all  students,  I observed  an  air  of  industry,  cour- 
tesy and  self-respect;  and  the  finer  qualities  of  manhood 
and  womanhood  were  everywhere  noticeable  among  the 
excellent  corps  of  instructors. 

“I  left  feeling  that  the  colored  youth  had,  at  Tuskegee, 
a better  opportunity  of  fitting  himself  for  usefulness  to  his 
race,  or  any  race,  than  that  which  is  afforded  either  the 
white  or  colored  race  in  any  of  the  institutions  of  the  great 
Commonwealth  where  I reside.” 

From  Mr.  G.  F.  Loomis, 

Superintendent  of  City  Schools,  Waukesha,  Wisconsin: 

“The  marvel  of  Tuskegee  and  the  inspiration  of  what  we 
witnessed  there  have  grown  on  me  with  the  passing  of 
these  few  weeks.  You  have  developed  amid  naturally  des- 
olate surroundings  an  educational  object  lesson  that  those 
in  the  most  favored  localities  may  well  profit  by.  Not  only 
does  Tuskegee  stand  for  the  solution,  in  a very  sane  way. 


OPINIONS  OF  EDUCATORS 


37 


of  the  problem  of  uplifting  the  colored  man  and  fitting  him 
to  become  a real  and  contributing  factor  in  the  life  of  our 
country,  but  aside  from  all  color  lines,  you  have  shown  the 
solution  of  the  problem  of  blending  the  academic  and  the 
industrial  into  one  educational  whole  in  a way  we  have  all 
dreamed  and  talked  about,  but  have  never  before  seen  ac- 
complished. 

“Never  have  I seen  a better  spirit  of  co-operation,  a 
greater  earnestness,  or  a keener  belief  and  appreciation  of 
the  fact  that  they  were  doing  the  things  worth  while  in 
education,  than  I saw  in  Tuskegee. 

“If  every  college  in  our  land  could  be  remodeled  accord- 
ing to  the  pattern  of  things  being  done  at  Tuskegee,  it 
would  be  a long  step  toward  the  goal  of  education. 

“You  certainly  are  to  be  congratulated  on  the  institution 
and  its  work,  which  we  all  felt  was  most  emphatically 
worthy  of  the  support  of  philanthropists  and  the  approba- 
tion of  all  good  citizens.” 

From  Mr.  Henry  Whittemore, 

Principal  State  Normal  School,  Framingham,  Mass.: 

“I  need  not  go  into  detail  concerning  what  we  found 
there.  As  far  as  my  observation  is  concerned,  it  is  one  of 
the  very  few  institutions  which  is  meeting,  in  a most 
masterful  way,  the  expectations  for  which  it  was  founded. 
It  seems  to  me  that  is  may  be  taken  as  a type  form  for 
our  vocational  schools  or  trade  schools.  Apparently  the 
art  and  science  of  industrial  education  is  carried  on  with 
so  even  a balance  that  one  cannot  discover  that  there  is  any 
difference  in  the  level  of  the  scales.  They  seem  to  be  most 
evenly  balanced.” 

From  Mr.  Jackson  Davis, 

State  Superintendent  of  Rural  Schools  of  Virginia, 
Burkeville,  Va. : 

“I  came  away  from  Tuskegee  with  a new  feeling  of  hope 
and  encouragement  for  work  among  the  Negro  schools  in 
the  South.  I was  impressed  with  the  practical  way  in  which 
the  academic  work  was  correlated  with  the  work  of  the 


38 


OPINIONS  OF  EDUCATORS 


students  on  the  farms  and  in  the  shops,  and  with  the 
earnestness  and  interest  which  the  students  manifested  in 
all  their  work.  Indeed,  I saw  some  of  the  best  teaching  I 
have  ever  seen.  The  thing  that  impressed  me  most  about 
Tuskegee  is  the  fact  that  here  are  being  carefully  trained 
hundreds  of  young  men  and  women  who  are  to  go  out 
among  the  masses  of  their  race,  not  to  sow  discontent  with 
their  condition,  but  to  raise  by  thrift  and  intelligent  labor 
their  standard  of  civilization  to  a happier,  more  wholesome 
and  efficient  basis.  I have  great  admiration  for  the  splendid 
work  you  are  doing  and  I wish  for  Tuskegee  a wide  distri- 
bution of  its  training  and  its  spirit.” 

From  Mr.  John  R.  Wilson, 

Superintendent  of  Public  Instruction,  Paterson,  N.  J.: 

“The  day  was  an  enjoyable  and  a profitable  one  for  me, 
and  among  the  many,  many  things  that  I saw  that  deserve 
favorable  comment,  I might  mention  two. 

“First,  I like  the  manly  bearing  of  your  young  men.  They 
are  straight,  ‘well  set  up’  fellows,  and  they  walk  with  a 
swing  and  business-like  stride  that  is  characteristic  of  men 
who  can  do  things. 

“Second,  I talked  with  several,  and  all  of  them  seemed 
to  have  clear  and  definite  ideas  of  what  they  intend  to  do 
when  they  leave  your  institution.  In  other  words,  they 
seemed  to  have  a definite  purpose  in  life.” 

From  Mr.  H.  A.  Hollister, 

High  School  Visitor  for  the  University  of  Illinois, 
Urbana,  Illinois: 

“I  have  been  deeply  impressed  by  what  I saw  during  my 
stay  of  thirty  hours  at  Tuskegee.  The  work  that  is  being 
done  there  stands  out  clearly  in  my  mind  as  being  the  great- 
est thing,  so  far,  at  least,  as  elementary  education  is  con- 
cerned, that  has  yet  been  accomplished  in  the  United 
States:  First,  Because  here  is  realized,  in  a high  degree  of 
perfection,  all  that  we  mean  when  we  talk  about  relating 
the  arts  of  the  school  to  the  arts  of  life  as  a basis  for 


OPINIONS  OF  EDUCATORS 


39 


interest.  Second,  Because  Industrial  intelligence  is  a part 
of  the  evident  accomplishment  of  the  institution.  As  a 
result  the  young  men  and  women  trained  there  are  learn- 
ing to  apply  the  broader  knowledge,  the  clearer  thinking, 
the  fuller  comprehension  of  principles,  which  they  get  in 
their  academic  training  to  the  more  efficient  execution  of 
their  task  in  whichever  one  of  the  many  industries  there 
carried  on  they  may  be  especially  fitting  themselves. 
Third,  Because  here  is  set  up  the  true  basis  for  inculcation 
of  principles  of  wholesome  moral  living  in  the  social  group. 
There  is  no  weak  sentimentalism.  Wholesome  surround- 
ings, food,  habits  of  living;  arduous  work  under  competent 
direction ; daily  object  lessons  as  well  as  inculcation  of  prin- 
ciples of  a virile  Christianity — all  as  a part  of  a community 
life  which  grows  richer  and  fuller  as  the  co-operative  spirit 
becomes  more  vigorous — these  are  here  proven  to  be  the 
sure  foundation  for  happiness,  prosperity  and  social  secu- 
rity.” 

From  Mr.  R.  M.  Tryon, 

Superintendent  of  Public  Schools,  Madison,  Wisconsin: 

“I  came  away  from  Tuskegee  feeling  that  you  are  cer- 
tainly solving  a very  big  problem  in  a very  practical  and 
sensible  way.  You  are  giving  your  people  an  education  that 
really  educates. 

‘T  was  much  impressed  with  the  practical  correlation  of 
academic  and  industrial  work,  the  definite  motive  in  all 
phases  of  work,  the  emphasis  on  moral  and  physical  train- 
ing and  the  general  spirit  of  happiness  that  was  present 
everywhere.  You  are  certainly  doing  a great  work  and 
deserve  the  loyal  support  of  not  only  your  own  race,  but 
all  who  are  interested  in  the  solution  of  a great  educational 
problem.” 


